tag:blogger.com,1999:blog-87990492871297769002017-09-24T18:40:40.446-04:00Math + Technology = Fun...a place to learn about the fun in math.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-8799049287129776900.post-58874180466152001572012-05-20T10:08:00.001-04:002012-05-21T12:17:48.341-04:00Smarterer.com<a class="smarterer_test_link" href="http://smarterer.com/test/basic_math?wuid=otk2yzviy2" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Basic Math" src="http://widget.smarterer.com/test-widget/adu/rect/basic_math.png" /></a><a href="http://smarterer.com/">Smarterer.com</a> is a site where you can take and create multiple-choice tests. One caveat is that created tests are open for any Smarterer member to take and to add to. So if you create a test about basic math, as I did, you may discover that the interpretation of "basic math" is very different from what you anticipated.<br /><br />My basic math test became popular fairly quickly. It soon had close to 500 questions, even though I had only created about 30. The owners of the site asked if I'd be willing to take on the role of "Professor" for that test. As the Professor, I review questions and can now remove questions that don't fit into my definition of "basic math".<br /><br /><a class="smarterer_test_link" href="http://smarterer.com/test/basic_algebra_skills?wuid=mzi4ndrmym" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Basic Algebra Skills" src="http://widget.smarterer.com/test-widget/adu/rect/basic_algebra_skills.png" /></a>Many people had added algebra and geometry questions into the mix. When I removed those items, I placed them in new tests. The algebra test is ready to go, but the geometry test is not quite done yet. You need 20 questions before the test goes "live".<br /><br />If you'd like to test you skills on a few random questions, check out my two tests. You can compete with others to make it on the leaderboard. You can also comment on any of the questions. Please do leave a comment if you see one that shouldn't be there or isn't correct. Have fun!<br /><br /><br /><br /><script src="http://smarterer.com/js/popup.js" type="text/javascript"></script> <script src="http://smarterer.com/js/popup.js" type="text/javascript"></script>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-29066568655877181492012-03-13T07:49:00.000-04:002012-03-13T07:49:15.502-04:00TED-EdI was introduced to TED about a year ago. I was an instant fan. Their videos of innovative people and ideas are inspirational and engaging.<br /><br />Now TED has decided to start creating videos for education. These videos will be a collaboration of some of the best teachers along with video animators who can help teachers bring the ideas to life. The videos will then be made available for free use. Check out the video below to find out more. <br /><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/FfJ5XG5i2aw" width="560"></iframe><br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-28187454327980894492012-02-28T09:50:00.000-05:002012-02-28T09:51:56.292-05:00Cautions for GamificationI've recently run across several articles/blogs discussing the down-side to gamification. Before experiencing a gamified class myself, I probably would have not given these posts as much merit as I do today. Instead I'm finding I resonate with what they have to say.<br /><br />Kathy Sierra, a well-known tech writer, <a href="http://larryferlazzo.edublogs.org/2012/02/26/kathy-sierra-on-gamification-in-education/" target="_blank">had a few things to say about gamification</a>. She categorized situations as to the level of harm gamification could cause. Her cautions make sense to me, and bring back to mind all the reasons I learned it was psychologically inappropriate to always give students extrinsic rewards for their work. While it's not so harmful in some instances, in others it sets up a pattern of expectations that can never be maintained for a lifetime.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-75546758245828402052012-02-25T20:48:00.001-05:002012-09-11T10:01:57.494-04:00Dear Esther<b>UPDATE: This game is now available for Macs. Yippee!! I'll be buying <a href="http://dear-esther.com/?p=1220" target="_blank">Dear Esther</a> this week and will create a new post with my review after I've played. </b><br /><br /><br />After watching this review of the new, narrative game, Dear Esther, I wanted to buy immediately. From the short glimpse, it felt like an interactive mystery. Instead of solving riddles or puzzles, you are trying to discover what happened on this deserted island. I would guess, as a player of the game, you might feel like an investigator.<br /><br />I can't give you a first-hand account of my experience with this game because it is not yet available for Macs. I would have purchased the game tonight had a Mac version been available. Just the story and graphics alone I think are worth the $10 price tag.<br /><br />In a math classroom, the game may provide a conversation starter for problem solving. In reading/language arts classrooms, the game may provide inspiration for students writing their own backstories or events they think could have happened in this land.<br /><br />If you purchase this game, I'd love to hear about your experiences and how you would use it in the classroom. <br /><br /><br /><div style="font-size: 12px; width: 650px;"><embed allowfullscreen="true" allowscriptaccess="always" bgcolor="#000000" flashvars="config=http://www.themis-media.com/videos/config/5410-eae60730613346f4281d483c0a9a17e9.js%3Fplayer_version%3D2.5%26embed%3D1" height="391" pluginspage="http://www.adobe.com/go/getflashplayer" quality="high" src="http://cdn2.themis-media.com/media/global/movies/player/flowplayer.commercial-3.2.7.swf" type="application/x-shockwave-flash" width="650" wmode="opaque"></embed><br /><div><a href="http://www.escapistmagazine.com/">The Escapist</a> : <a href="http://www.escapistmagazine.com/videos/view/reviews">Reviews</a> : <a href="http://draft.blogger.com/videos/view/reviews/5410-Dear-Esther-Review">Dear Esther Review</a></div></div>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com3tag:blogger.com,1999:blog-8799049287129776900.post-66369180210157687802012-02-24T08:32:00.001-05:002012-02-24T08:32:55.393-05:00Playing with LightToday I found this interesting javascript. Let your students play around with it, discover what it does. Students will enjoy experimenting. Encourage them see what happens when two or more circles are placed on top of each other. When students are happy with their "design," let them capture a screen shot, print it, and add a geometric description of their design.<br /><script src="http://wonderfl.net/blogparts/6Z8A/js" type="text/javascript"> </script><br /><script src="http://wonderfl.net/blogparts/6Z8A/js" type="text/javascript"> </script><br /><div class="ttlBpWonderfl" style="font-size: 11px; margin: 0; text-align: right; width: 465px;"><a href="http://wonderfl.net/c/6Z8A" title="[Stardust] KiraKira Waypoints">[Stardust] KiraKira Waypoints - wonderfl build flash online</a></div>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-29486430873372351392012-02-22T10:24:00.000-05:002012-02-25T19:24:03.725-05:00Gamification of Education<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="float: right; margin-right: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://www.crunchbase.com/company/knewton" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="Image representing Knewton as depicted in Crun..." border="0" class="zemanta-img-inserted" height="66" src="http://www.crunchbase.com/assets/images/resized/0001/9086/19086v5-max-450x450.png" style="border: medium none; font-size: 0.8em;" width="235" /></a></td></tr><tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 235px;">Image via <a href="http://www.crunchbase.com/">CrunchBase</a></td></tr></tbody></table><a href="http://www.knewton.com/" target="_blank">Knewton</a> published an iconographic below with some interesting statistics about gaming. They highlighted key elements of gaming that should be leveraged for educational games. At the very end, they included a time line of game use in education. You'll see a very interesting progression from Carmen SanDiego to MineCraft.<br /><br /><br /><a href="http://www.knewton.com/gamification-education/"><img alt="Gamification of Education" class="colorbox-34342" height="2831" src="http://s.knewton.com/wp-content/uploads/gamification-education.png" title="Gamification of Education" width="600" /></a><br />Created by <a href="http://www.knewton.com/">Knewton</a> and <a href="http://columnfivemedia.com/">Column Five Media</a><br /><div class="zemanta-pixie" style="height: 15px; margin-top: 10px;"><a class="zemanta-pixie-a" href="http://www.zemanta.com/" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=3046efcf-ecc3-4054-a7a2-f6f70d1546a7" style="border: medium none; float: right;" /></a></div>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-23373615754574241182012-02-17T14:25:00.001-05:002012-02-17T14:27:42.839-05:00Part 2 -- Math Video Games<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-02UWUeBJ4NE/Tz6o0UdNi3I/AAAAAAAAAco/oatnlxC5uyU/s1600/Screen+shot+2012-02-17+at+1.50.43+PM+1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="234" src="http://4.bp.blogspot.com/-02UWUeBJ4NE/Tz6o0UdNi3I/AAAAAAAAAco/oatnlxC5uyU/s320/Screen+shot+2012-02-17+at+1.50.43+PM+1.png" width="320" /></a></div>This is <a href="http://mathtechfun.blogspot.com/2012/02/math-video-games.html" target="_blank">a continuation</a> of <a href="http://mathtechfun.blogspot.com/2012/02/math-video-games.html" target="_blank">my previous post</a> about a webinar by Keith Devlin. Only two more video games were mentioned specifically. At the end of the webinar, Devlin made some good points about what video game designers should and should not do when developing games. I captured the screen for things to do as I think he made some great points here.<br /><br />Here are the other two mentions of math video games. I'd love to know if you have found other effective math video games you would add to a list of the best of the best available now.<br /><br /><a href="http://mindresearch.net/" target="_blank">Mind Research Institute</a> -- Good interaction goes a long way in conveying mathematical concepts. On par with Angry Birds in that students get interested in the character, Jiji. The program uses visual objects instead of symbols, starting at a pictorial representation of math which is much easier to understand for most people than the abstract symbols. Symbols eventually appear, but not until after students understand the skill on a pictorial level. There's a context, but not a real world.<br /><br />And what about casual games with underlying math reasoning like Sudoku, but also others like Tetris? Instead of the teacher telling students they are wrong, the game tells them by the puzzle not working out right or the inability to achieve at a desired level.<br /><br /><a href="http://motionmathgames.com/" target="_blank">Motion Math</a> -- Nice, tactile instrument that teaches one skill.<br /><br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com3tag:blogger.com,1999:blog-8799049287129776900.post-34909813287857216592012-02-17T10:13:00.002-05:002012-02-17T14:27:00.561-05:00Math Video GamesRecent I've read many articles and research reports about technology and video games in general. I've learned much from these, but my real interest, as the title of my blog suggests, is math education. It's a challenge to find good information about math video games or any technology as it relates to math education. <br /><br />Today I viewed an archived webinar from <a href="http://www.edweb.net/" target="_blank">Edweb</a>. Edweb is a professional social networking site for teachers. They recently hosted a webinar with <a href="http://www.stanford.edu/%7Ekdevlin/" target="_blank">Keith Devlin</a>, a college professor doing research on all types of media and how they can help teach math.<br /><br />During this webinar, titled <a href="http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E955DD80854D" target="_blank">Re-Invigorating Math Education with the Next Generation of Mathematics Education Video Games</a>, Devlin discussed how we use math in different ways, and that maybe we should teach it in different ways. I highly recommend this webinar as it provides a good overview of what is available in math video games. Devlin does a good job of describing when the programs can be helpful but also their limitations.<br /><br />One thing I appreciated hearing from Devlin is that math games like <a href="http://dimensionm.ning.com/" target="_blank">DimensionM</a> are not really games. He made the point that as soon as you see "Commutative Property" pop up on the screen, you know you are no longer in a game. "Games" like this can be a fun, engaging way to review/drill skills. They are an electronic version of flash cards set in a virtual world. You'll see in the video embedded here that students play what looks like the typical video game with pop-ups of multiple-choice math problems. (You may want to skip to about 1:35 of the video.) For me, it felt really disruptive. I had to get rid of the math problem in order to continue on with the game. That's one way of using video games but, in my opinion, it doesn't give the greatest benefit technology, and video games in general, have to offer.<br /><br /><div class="separator" style="clear: both; text-align: center;"><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://3.gvt0.com/vi/3PVLf_F7dps/0.jpg" height="266" width="320"><param name="movie" value="http://www.youtube.com/v/3PVLf_F7dps&fs=1&source=uds" /> <param name="bgcolor" value="#FFFFFF" /> <embed width="320" height="266" src="http://www.youtube.com/v/3PVLf_F7dps&fs=1&source=uds" type="application/x-shockwave-flash"></embed></object></div><br /><br /><a href="http://www.kosjourney.com/" target="_blank">Ko's Journey</a> is math video game that provides a back story and allows students to encounter math within the context of the story. The video embedded here will give you the flavor of Ko's Journey. I would love to get access to the full game. From what I have seen, the storyline would certainly engage me. I'd like to see if the math is presented in a way that seems part of the story, rather than an interruption.<br /><br /><div class="separator" style="clear: both; text-align: center;"><iframe allowFullScreen='true' webkitallowfullscreen='true' mozallowfullscreen='true' width='320' height='266' src='https://www.youtube.com/embed/FfwNqNKlJWk?feature=player_embedded' FRAMEBORDER='0' />&nbsp;</div><div class="separator" style="clear: both; text-align: center;"><br /></div>I realize this post is getting rather long and I've only reviewed the first 1/3 of the webinar. I highly recommend taking the time to view the full webinar. For those who don't have the chance, I'll make a Part 2 post with at least the other games mentioned.<br /><br />If you are interested in hearing more of what Keith Devlin has to say about video games and math, you can read an article by Devlin, <a href="http://maa.org/devlin/devlin_03_11.html" target="_blank">Learning Math with a Video Game</a>. You may also want to check out his book, <a href="http://www.amazon.com/Mathematics-Education-New-Era-Learning/dp/1568814313/ref=sr_1_1?ie=UTF8&amp;s=books&amp;qid=1298910389&amp;sr=1-1" target="_blank">Mathematics Education for a New Era: Games as a Medium for Learning</a>.<br /><br />Keith Devlin is also "The Math Guy" on NPR. <a href="http://www.stanford.edu/%7Ekdevlin/MathGuy.html" target="_blank">At this link</a> you can listen to audio clips of his work for the radio show "Weekend Edition".<br /><br /><a href="http://mathtechfun.blogspot.com/2012/02/part-2-math-video-games.html" target="_blank">Click here</a> to go to Part 2 of this post.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com1tag:blogger.com,1999:blog-8799049287129776900.post-87397939865520692182012-02-16T15:59:00.001-05:002012-02-16T15:59:58.087-05:00Tablet Use<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-NaKvh8lKgsw/Tz1spw5J2fI/AAAAAAAAAcY/llUMF30acUQ/s1600/TabletUsage.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="http://3.bp.blogspot.com/-NaKvh8lKgsw/Tz1spw5J2fI/AAAAAAAAAcY/llUMF30acUQ/s400/TabletUsage.gif" width="358" /></a></div><a href="http://www.zdnet.com/blog/btl/nielsen-kids-like-actually-like-tablets-for-educational-activities/69609" target="_blank">In an article posted on ZDNet today</a>, results of a Nielsen report on tablet use was announced. Based on this graphic, it looks like a lot of educational activities are being done by choice.<br /><br />But, as with most reports of data like this, I often find that there's some underlying assumptions. This report seems to assume that the 57% who use tablets for educational purposes weren't previously using the home computer or other devices for educational purposes. In other words, is the tablet just a replacement for other devices or options? And, if so, is it a beneficial replacement?<br /><br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-44038019589689957822012-02-16T11:46:00.001-05:002012-02-16T11:46:55.568-05:00iPads and School Technology Adoption<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-5aNMLhSzjL4/Tz0u1fYPuCI/AAAAAAAAAcQ/HPC1dIfCzNk/s1600/iPad" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://3.bp.blogspot.com/-5aNMLhSzjL4/Tz0u1fYPuCI/AAAAAAAAAcQ/HPC1dIfCzNk/s320/iPad" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo provided by <a href="http://www.flickr.com/photos/34053291@N05/4916992453/" target="_blank">Temari 09 on Flickr</a>.</td></tr></tbody></table>It seems that every week I'm hearing about another school buying iPads and other tablet devices, changing their policy about cell phones in the classroom, setting up a 1-to-1 device classroom, or taking some other major step towards increased use of technology in school. <br /><br /><a href="http://www.districtadministration.com/article/mobile-learning-programs-move-forward" target="_blank">This article</a>, from a publication for district administrators, focuses on three schools in Ohio, New York, and Texas using technology in different ways. The schools have noted a modest increase in state test scores, increased engagement, and more high school students completing their homework.<br /><br />As a student, I remember being more engaged when the teacher used film strips. As I got older, film strips became boring and I would take a nap when the lights went out. As a teacher, I remember how much more my students paid attention when I showed a video via a VCR and TV. Unless a teacher is known for making good choices when selecting videos, I expect that a TV doesn't provide the same level of instant engagement as a computer.<br /><br />Technology, especially when it is new, has always been great at getting students' attention, as I've discussed before. But I think the introduction of iPads, tablets, and more robust smartphones has caused a shift.<br /><br />Think about how long we've had <a href="http://en.wikipedia.org/wiki/Smartphone" target="_blank">smartphones</a>. They were first introduced in the late 90s. The original smartphones were limited to PDA-type applications. It wasn't until the iPhone made it to the market in 2007 that smartphones started offering a greater range of applications. But, an iPhone is a major commitment. In addition to the expensive price tag, it requires significant monthly payments in order to use the web features.<br /><br />It was also in the mid-2000s that tablet computers and iPods started becoming more widely used.<br /><br />Just two years ago, the first iPad was sold, and it is just in the past couple of years that I've seen an exponential increase in technology in the classroom. Schools are buying on to iPad use more quickly, it seems, and it greater number than any other previous technology.<br /><br />Before the iPad, the technology device that received the most attention in schools was the interactive whiteboard. It took a long time for them to take hold and, even now, they appear in classrooms with teachers who don't/can't/won't use them. Now that interactive activities can be projected from iPads and other small devices, companies like Smart and Promethean are trying to determine if they still have a place in schools.<br /><br />If the introduction of the iPad and the increase in technology in schools is not a coincidence, how did iPads change the way school administrators and teachers think about technology in the classroom? Of course, I can't be certain, but I have my theory du jour.<br /><br />Apple has always been able to make intuitive devices that are fairly easy to start using, on some level, right out of the box. Combine this with the portability of the iPad and you have early adopters spreading their love of the device easily and often. Also due to its ease of use, teachers started bringing their own iPad to school and using it with their students. The iPad doesn't have the commitment the iPhone, or other smartphones have. Teachers could buy the version that doesn't require a monthly fee. reducing the need for special funding for a single teacher to try one in the classroom.<br /><br />The low cost, the ability to buy and test the feasibility of just one, and the ease of use create the perfect scenario for an instant pilot. Other teachers and administrators have front-row seats to the unfolding of events as a teacher incorporates the iPad more fully in the classroom. With each new app and creative use of that app driven by the teacher, excitement grows.<br /><br />When they first came out, many people did not see the iPad as a game changer. I think we are starting to see that it's the pebble that started the ripples that, from this vantage point, looks to become the change in the tide of technology adoption in schools.<br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-54490662990350778632012-02-14T19:54:00.000-05:002012-02-16T11:47:14.655-05:00GamificationThe EdTech 532 class I'm taking this semester uses a <a class="zem_slink" href="http://en.wikipedia.org/wiki/Gamification" rel="wikipedia" title="Gamification">gamification</a> structure. From what I can tell, most of the students in the class are finding this class structure motivating. I have felt like the class curmudgeon because I am having a completely opposite reaction. I'm not motivated. I'm not engaged. I'm doing the "quests" just because I need to in order to earn enough points to "win" the class. Today I discovered why I feel the way I do. I watched <a href="http://www.youtube.com/watch?v=u6XAPnuFjJc" target="_blank">this video</a> by <a class="zem_slink" href="http://www.ted.com/talks/dan_pink_on_motivation.html" rel="homepage" title="Dan Pink">Dan Pink</a> about what motivates us. He pointed out three key elements that lead to better performance and personal satisfaction, which are important influences on motivation. I discovered that, for me, gamifying a class took away these three factors. <br /><ol> <a href="http://sharonvogt.files.wordpress.com/2012/02/picture-4.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" class="alignright size-medium wp-image-206" height="177" src="http://sharonvogt.files.wordpress.com/2012/02/picture-4.png?w=300" title="Keys to Better Performance" width="300" /></a><li><b>Autonomy</b>You're probably scratching your head. How could I not feel autonomous in a class where I get to choose my assignments, I don't have deadlines, and I rely on no one else in the class to get my work done?First, the "free choices" are not really free. I have to do some quests in order to unlock other, unknown, quests. I have rarely found that the quests I do supply learning necessary to the quests I unlock. As a person who, admittedly, is too logical for her own good, I'm frustrated by things that have no rhyme or reason. I choose some tasks that I'm not really thrilled with in order to open up greater choices that, hopefully, I'll like better. Secondly, autonomy as a key to better performance is not so much about choices as it is about being able to set your own course--figure out how you want to get from point A to point B. This sense of autonomy is like knowing you have to drive to the store, but you can get there any way you choose. In EdTech532, I know point B is a game model. I know I need to learn a few things before I can start working on the game model, but the quests I have encountered so far are out of alignment with the type of game I want to make. I can't say I'm not learning anything from the quests. It's more that the quests are taking me on a meandering path of detours and I'm not quite sure when I'll ever make it to the highway where I'll have greater access to the tools I need to build a game. As I mentioned, as I complete quests, more quests are unlocked. I am starting to see greater options in some quests, so the highway may not be far off.</li><li><b>Mastery</b>Each time I complete a quest, I earn points. I can't master a quest. Either I do it and get points, or I don't do it and don't get points. I assume if I didn't reach some level of expectation, I would be asked to do the quest again, but I have no idea what the level of expectation is. I only know what the minimum requirement is. I've been given some "awards" for my outstanding work, but I do not know what I did to earn those awards. I don't know which quests I did at a level of performance worthy of an award. I can't aim for mastery when mastery is not defined.</li><li><b>Purpose</b>This gets back to the fact that I'm too logical for my own good and don't understand the purpose of many of the quests. I feel like I'm wasting my time playing games. I understand that I need to explore a variety of game types in order to know what I think works or doesn't work. And I need to be pushed to explore game types I don't like because I'm not building a game just for myself. I know I just need to be patient as "all things will be revealed" eventually. I just don't get it...yet.</li></ol>Putting what I've learned about drive back into the context of <a class="zem_slink" href="http://en.wikipedia.org/wiki/Gamification" rel="wikipedia" title="Gamification">gamification</a>, my opinion based on my current experience is that a gamification "shell" will not provide sustained motivation. You can't just put points on assignments and call it a game. But if you can incorporate a feeling of purpose and mastery and a sense of real choices, gamification may work on a longer term. What I think may be the most challenging to incorporate into the gamification model is mastery. Students have to have an understanding of the meaning behind the points they earn. Reaching the level of "cadet" with only the understanding that you got there by earning 500 points will not contribute to a student's sense of mastery. The student needs to feel that he/she improved in some way as an outcome of doing the activities that contributed to a 500-point score.<br /><br /><div class="zemanta-related"><h6 class="zemanta-related-title" style="font-size: 1em; margin: 1em 0pt 0pt;"> Related articles</h6><ul class="zemanta-article-ul"><li class="zemanta-article-ul-li"><a href="http://gigaom.com/collaboration/gamification-network-2011/">Gamification: more than fun and games, it's about engagement</a> (gigaom.com)</li></ul></div><div class="zemanta-pixie" style="height: 15px; margin-top: 10px;"><a class="zemanta-pixie-a" href="http://www.zemanta.com/" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=8cae9ec0-ec5f-4833-b0fe-cb9c1b890ccb" style="border: medium none; float: right;" /></a></div>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-14927118365395833142012-02-04T17:29:00.001-05:002012-02-04T17:33:26.657-05:00NumberzAfter all of my talk about games, I decided it's time to include a game in this blog. Below is a fun game that is all about making tens. It feels more like an off-the-shelf game than an educational game, so you students will likely enjoy playing it. They'll feel like they are playing, rather than learning, but they will be becoming more fluent with addition as they learn the combinations that make 10.<br /><br /><object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,28,0" height="480" width="640"> <param name="movie" value="http://wellgames.com/free_online/numberz/Numberz.swf"> <param name="allowScriptAccess" value="always"> <param name="quality" value="high"> <param name='base' value="http://wellgames.com/free_online/numberz/"> <embed src="http://wellgames.com/free_online/numberz/Numberz.swf" quality="high" pluginspage="http://www.macromedia.com/go/getflashplayer" type="application/x-shockwave-flash" width="640" height="480" allowScriptAccess="always" base="http://wellgames.com/free_online/numberz/"></embed> </object>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-18479368231017156332012-01-19T16:35:00.001-05:002012-01-19T16:35:39.965-05:00Games in Education<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-mfsxvVsMY-U/TxiAwablgFI/AAAAAAAAAb0/JspeW2ESg7I/s1600/game.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="213" src="http://1.bp.blogspot.com/-mfsxvVsMY-U/TxiAwablgFI/AAAAAAAAAb0/JspeW2ESg7I/s320/game.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo provided by <a href="http://www.fotopedia.com/items/flickr-4103289066" target="_blank">Bjorn Hermans</a>.</td></tr></tbody></table>This semester I'm taking a course on educational games and simulations from <a class="zem_slink" href="http://www.boisestate.edu/" rel="homepage" title="Boise State University">Boise State University</a>. I'm excited about this course for many reasons. The first is obvious. <span style="color: purple; font-size: small;"><b>I'm a game lover.</b></span> Some of my best memories from growing up is playing games with my family. And I still love gathering with friends, both on and offline, to play games.<br /><br />As a tutor first, then as a teacher, <b><span style="color: purple;">I incorporated games in my teaching.</span></b> I just knew that they would encourage even the most reluctant student to just try. In the classroom, there's a fear of being wrong, of failing. That doesn't exist in games. If you lose, you aren't a failure. You can try again and you might win the next time. Removing the fear of failure makes students more likely to participate.<br /><br />I have known the value of games just by experience. Now I want to learn more about what the research and the experience of game developers tells us. I want to be able to <b style="color: purple;">create educational experiences that utilize the best games have to offer</b>.<br /><br /><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-FTsiNyLydkY/TxiDeCVWy0I/AAAAAAAAAb8/j8D1C4FZR68/s1600/Picture+3.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-FTsiNyLydkY/TxiDeCVWy0I/AAAAAAAAAb8/j8D1C4FZR68/s1600/Picture+3.png" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Image provided by <a href="http://www.fotopedia.com/items/flickr-4103289066" target="_blank">Fantasy Art</a>.</td></tr></tbody></table>Besides my love of games and wanting to know more about how to utilize them to improve education, there's one more major reason I'm excited about the course I'm taking. This course is set up using a gaming structure. <b style="color: purple;">Instead of having assignments, I have quests. </b>Instead of earning a grade on class activities, I earn points. My goal is to "win the class" by earning 2000 XPs.<br /><br />The logical side of my brain is fighting against this concept. It feels like putting a game shell on top of a class. I'm doing the same things I would have done in a regular class. The only difference is that I earn points towards leveling up. Will that game shell really make a difference?<br /><br />At the same time, the game-lover in me is curious. Will this gaming format engage me in a way I haven't been engaged in a class before? Will I do more work just to earn more points? Will I feel in competition with my classmates and be driven to earn more points so that I can outrank them?<br /><br /><iframe allowFullScreen='true' webkitallowfullscreen='true' mozallowfullscreen='true' width='320' height='266' src='https://www.youtube.com/embed/KyamsZXXF2w?feature=player_embedded' FRAMEBORDER='0' />One of the quests I selected today involved watching this <a class="zem_slink" href="http://www.ted.com/" rel="homepage" title="TED (conference)">TED talk</a>.&nbsp; I have seen <a href="http://mathtechfun.blogspot.com/2011/07/using-gaming-features-in-classroom.html" target="_blank">much better videos about gaming</a> and how to use their mechanics in education. But this video is a good introduction if you haven't read much about gaming. It starts with some staggering statistics on how much we are spending on games. The speaker, Tom Chatfield, eventually explains 7 ways in which games engage us. <br />It's a bit dry, but informative.<br /><br />During the video, I found myself musing about creating a game-based learning math course. There are so many resources on the web (mostly low quality, but there are a few gems) that it seems like it would be easy enough to pull together a set of activities to create at least a mini-math quest. Without creating a few of my own tools or using offline materials, I could not cover all of the skills expected by the <a href="http://www.corestandards.org/the-standards/mathematics" target="_blank">Common Core State Standards</a> for any grade. But I could definitely create a game that could be used as a component of a math course. The teaching would happen offline, in the classroom. The game would be a way for students to maintain math skills they had learned. It would be the "spoonful of sugar" that would make homework more enjoyable.<br /><br />Eventually, it is my goal to create a math game that does teach, in addition to provide practice, in a game-based format. This game will engage students, put them in the drivers seat of math in way that helps them understand it in a meaningful way, not just a memorization of rules. Students will learn math by doing math in situations they find interesting. Doing so will require a team of software developers, math education whizzes, and all sorts of creative types, just as game developers do. I am certain my ideas for this game will continue to morph this semester. I'll be throwing out what doesn't work and pulling in more of what works. It'll be an interesting process of refinement that I am curious to see develop over the coming months.<br /> <div class="zemanta-related"><h6 class="zemanta-related-title" style="font-size: 1em; margin: 1em 0pt 0pt;">Related articles</h6><ul class="zemanta-article-ul"><li class="zemanta-article-ul-li"><a href="http://www.prweb.com/releases/prweb2011/10/prweb8865420.htm">Bribing Students to Learn their Math Facts</a> (prweb.com)</li><li class="zemanta-article-ul-li"><a href="http://www.tuaw.com/2011/12/06/daily-ipad-app-motion-math-hd/">Daily iPad App: Motion Math HD</a> (tuaw.com)</li><li class="zemanta-article-ul-li"><a href="http://www.wired.com/geekdad/2011/12/motion-math-education-research/">Motion Math: Helping Drive iPad and Education Research</a> (wired.com)</li><li class="zemanta-article-ul-li"><a href="http://technology-headlines.com/2012/01/18/mits-education-arcade-uses-online-gaming-to-teach-science/">MIT's Education Arcade uses online gaming to teach science</a> (technology-headlines.com)</li></ul></div><div class="zemanta-pixie" style="height: 15px; margin-top: 10px;"><a class="zemanta-pixie-a" href="http://www.zemanta.com/" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=e8c87a52-c450-4d10-b76f-b306646247d6" style="border: medium none; float: right;" /></a></div>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-32897682429889968022012-01-09T09:22:00.000-05:002012-01-09T09:22:17.049-05:00Tech Resources<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-ePtWGwYq4T0/Twr2mmPrUHI/AAAAAAAAAbo/eG071H6Kglk/s1600/TechPic.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="166" src="http://2.bp.blogspot.com/-ePtWGwYq4T0/Twr2mmPrUHI/AAAAAAAAAbo/eG071H6Kglk/s320/TechPic.jpg" width="320" /></a></div>When I run across helpful websites and learning tools, I like to share them. An <a href="http://www.edweb.net/" target="_blank">Edweb</a> blogger, Sara Ellenz, has created several resources for teachers looking for good technology tools.&nbsp; Once you go to one of her pages, you may find yourself poking around her other pages.<br /><br />One such tool is her <a href="http://ellenz-technology.weebly.com/instructional-websites.html" target="_blank">Instructional Websites</a> page. On this page you'll find a list of websites that can be used in all content areas. Not all of the websites were created for educational purposes in mind, like Google docs, yet they can be used very effectively to help students communicate, collaborate, think critical, and use their creativity. (<a href="http://www.p21.org/tools-and-resources/above-aamp-beyond-animation" target="_blank">The 4C's</a> as defined by The Partnership for 21st Century Skills.) In addition to describing the purpose of using each tool in an educational setting, Sara provides short descriptions of how teachers and students will benefit from using each tool. It's really worth your time to browse this page if you are interested in using technology more effectively in your classroom.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-2901245289667579262012-01-06T08:27:00.001-05:002012-01-06T08:27:32.375-05:00The Road to Effective Digital Products<div class="separator" style="clear: both; text-align: center;"><a href="http://freefoto.com/" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;" target="_blank"><img border="0" height="213" src="http://3.bp.blogspot.com/-QxiFEgpv1vg/Twbu39te44I/AAAAAAAAAbg/RTyrdfZwa7A/s320/road.jpg" width="320" /></a></div>For about a year I have been reading teacher blogs, "listening" to online discussions about education and technology, analyzing research of teaching methods and tools, and taking digital products for test drives. It has been an interesting exploration of what works and what doesn't, what's needed, and what the research tells us about improving educational experiences for students.<br /><br />As I gathered information, my ideas and understandings have gradually shifted. I started in the lane that follows the highway--digital products that follow print products like eBooks and digital textbooks. This route can be efficient, especially during times of heavy traffic. It provides more options. The driver and turn off on many side roads instead of the few designated exits from the highway.<br /><br />One of the side roads I chose led to the gaming community--all games, all the time. That's a bit extreme and something I don't think society is ready for, but it was interesting to consider and made me realize there's much to <a href="http://mathtechfun.blogspot.com/2011/07/using-gaming-features-in-classroom.html" target="_blank">learn from gaming</a>.<br /><br />I'm currently searching for the middle road that I believe is still under construction. I've heard discussions about the blending of education and the gaming models, but I haven't found a good example. Those that say they provide this blend are either too heavy on one side or the other or don't have a lot of depth. At least, not in the neighborhoods I have visited. I'd be happy to visit Middletown if someone can give me directions.<br /><br />In the meantime, I'm developing my own ideas for educational tools for Middletown. They incorporate elements of gaming as well as researched pedagogy. They are fun, engaging, and addictive. They teach skills and strategies without getting in the way of the fun. Yet students leave knowing how to apply those skills and strategies.<br /><br />With the help of just the right app developer, I can make these tools a reality. It's time to take a drive down Ed Tech Lane and see who is willing to join me on a ride down Main St. in Middletown.<br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-56531018935313762672012-01-05T09:27:00.004-05:002012-01-05T09:27:40.805-05:00Digital Discernment<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-bNptEjEd9Ys/TwWy-f-1AwI/AAAAAAAAAbY/VFBDgZqgBww/s1600/3635728735_f9a66c122b.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="256" src="http://3.bp.blogspot.com/-bNptEjEd9Ys/TwWy-f-1AwI/AAAAAAAAAbY/VFBDgZqgBww/s320/3635728735_f9a66c122b.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo provided by <a href="http://www.flickr.com/photos/pnnl/3635728735/" target="_blank">Pacific Northwest National Laboratories</a></td></tr></tbody></table>LinkedIn, Edweb, NCTM . . . every online community of teachers seems to be having the same conversation about technology. Mostly people ask, "What's out there and how can I get my hands on it? And, by the way, is it free?"<br /><br />We know that technology is engaging to students, and capturing student interest is half the battle. So, if technology engages, ANY techno-tool should improve on what we have....right?<br /><br />If you spend a few minutes with students using technology, you'll see very quickly that just any digital product isn't the answer. They may be engaged in the first few minutes, but does the product sustain engagement or crash into boredom.<br /><br /><a href="http://www.tandfonline.com/doi/abs/10.1080/09362839009524751" target="_blank">A study conducted in 1990</a> involving learning disabled students using a software program to practice basic facts. They found that the software program actually reduced a students performance on basic facts due to attention difficulties.<br /><br />That was 22 years ago. Think about how flashy computer programs have become since then. <br /><br />Yes, that's just one program in a sea of programs now available. But how do you know when the program you choose will have adverse effects? That's the worst case, and, we can only hope, that there are few products that will decrease student learning. But if programs exist that decrease student learning, there are definitely programs that have no effect on student learning.<br /><br />The more important question I think educators should ask is, "What technology is proven or is looking highly likely to help students get a better education?"<br /><br />The author of the article, <a href="http://www.forbes.com/sites/ciocentral/2012/01/02/digital-classrooms-is-the-investment-paying-off/" target="_blank">"Digital Classrooms: Is the Investment Paying Off?"</a> discusses the need for being more discerning and how we can evaluate the effectiveness of digital programs. Mr. Dietrich recommends using resources provided by <a href="http://www.p21.org/" target="_blank">The Partnership for 21st Century Skills</a> as a guide. They recommend the 4Cs -- Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation. When you think about how we, as adults, use technology best, it is in these 4 areas. Students feel engaged when they are creatively solving problems that are real to their world in collaboration with others.<br /><br />Technology can definitely improve education; there's no argument there. But we won't see the improvement until we become more discerning when choosing digital products. Technology should not replace what we already do right. Technology should enhance and expand education. One way to do that is with the 4Cs.<br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-56644968630898278812011-10-06T11:13:00.000-04:002011-10-06T11:13:55.964-04:00Can Students Fix World Problems?<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-rB0_DnwNi2I/To3EuKaNzAI/AAAAAAAAAWg/LbTSyqKnXeY/s1600/695552785_2b334bf4fe.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="240" src="http://2.bp.blogspot.com/-rB0_DnwNi2I/To3EuKaNzAI/AAAAAAAAAWg/LbTSyqKnXeY/s320/695552785_2b334bf4fe.jpg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">A 2007 display of globes in Chicago. <a href="http://www.flickr.com/photos/johhlegear/695552785/">Photo by John LeGear</a>.</td></tr></tbody></table>If you teach students aged 8 to 18, I highly recommend that you check out a project that allows students to get their ideas in front of major telecom industries meeting later in October. You students can help improve world issues such as poverty, education, health care, the environment, etc.<br /><br />A global conference of major industry leaders is taking place Oct. 24-27. Leading up to the conference, <a href="http://edu.blogs.com/edublogs/2011/10/ituworld2011.html">Ewan McIntosh</a> is giving students the opportunity to consider these issues and share their solutions on the web. Ewan will showcase student ideas at the conference via blogs, photos, and videos to influence discussions, debates, and decisions.<br /><br />Teachers can sign up their class to participate in this exciting event. You can choose the issue(s) you would like your students to consider. This is just one good example of how technology can help us communicate and collaborate on a global level.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-2118200316585103372011-09-13T09:49:00.001-04:002011-09-13T09:49:14.037-04:00Math and Multimedia Carnival<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-qbY1MM6OISE/Tm9fHmidmgI/AAAAAAAAAT0/UwK_6bFPOtc/s1600/5604709537_a92a3fc41b.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="266" src="http://3.bp.blogspot.com/-qbY1MM6OISE/Tm9fHmidmgI/AAAAAAAAAT0/UwK_6bFPOtc/s400/5604709537_a92a3fc41b.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">This photo is brought to you by <a href="http://www.flickr.com/photos/atmtx/5604709537/">atmtx</a>.</td></tr></tbody></table>I am pleased to be included in Colleen Young's <a href="http://colleenyoung.wordpress.com/2011/08/29/math-and-multimedia-blog-carnival-14/#comment-2122">Math and Multimedia Blog Carnival</a>. I have only recently discovered Blog Carnivals. If you haven't been to one yet, now's your chance.<br /><br />A Blog Carnival is a posting of links to sites and/or blog entries that Carnival creator found interesting, helpful, or fun. The Carnival Colleen hosted focuses on math and multimedia. She shined the spotlight on sites with information on teaching, problem solving and proof, real life mathematics, and technology. If you take a look, I'm sure you'll find at least one site you'll enjoy visiting.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com2tag:blogger.com,1999:blog-8799049287129776900.post-13023893131623243542011-09-12T12:11:00.000-04:002011-09-12T12:11:06.695-04:00Too Distracting?<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-_J3ZT1mhYvU/Tm4uxGy7gpI/AAAAAAAAATw/2o10xGh3dOc/s1600/140289203_77f820c5c7_m.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-_J3ZT1mhYvU/Tm4uxGy7gpI/AAAAAAAAATw/2o10xGh3dOc/s1600/140289203_77f820c5c7_m.jpg" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo provided by <a href="http://www.flickr.com/photos/homerlibrary/">Homer Township Public Library</a></td></tr></tbody></table>Mixed messages abound when it comes to using digital educational tools. The media and societal opinion would have you believe that technology is the savior of our education system. A meta-analysis of games is discussed in an article titled <a data-mce-href="http://sag.sagepub.com/content/23/3/261.short" href="http://sag.sagepub.com/content/23/3/261.short">The Effectiveness of Games of Educational Purposes: A Review of Recent Research</a>, by Josephine M. Randel. The article reports that out of 67 studies over a 28-year period, only 22 studies favor games. The rest show no difference between games and conventional teaching methods.<br /><br />Today I read an article by <a href="http://www.usc.edu/dept/education/cogtech/recent_publications.php">Richard Clark</a> titled Cognitive and Neuroscience Research on Learning and Instruction. He poses an interesting reason why we may not be seeing the results in games we are expecting. It boils down to distractions. Clark sites the following:<br /><br /><blockquote>Another recent insight from extensive research on cognitive load theory (Mayer, 2004; Sweller, 2006) concerns the destructive power of common features of multi-media instruction . . . When instruction provides distractions such as music, animated agents who give us advice, tabs that allow us to get additional information, pages of text to read on the screen and key information embedded in irrelevant contextual information, we must spend effort ignoring the irrelevant to select and learn the relevant information (Clark &amp; Choi, 2007).</blockquote>It appears that the bells and whistles often thought to make digital learning more engaging cause more harm than good. Even help text can be distracting depending on how it is presented.<br /><br />So what about games? The gamification drum is beating louder every day and is even being used in businesses to motivate and engage their employees. Games, even with their distracting elements, engage students, hook them, and make them WANT to learn...right?<br /><br /><blockquote>A number of studies and reviews of studies that examined the benefits of games have been conducted (for example, Chen &amp; O’Neil, 2005; O’Neil, Wainess, &amp; Baker, 2005). All of the studies that have been published in reputable journals have reached a negative conclusion about learning from games. Apparently, people who play serious games often learn how to play the game and perhaps gain some factual knowledge related to the game – but there is no evidence in the existing studies that games teach anyone anything that could not be learned through some other, less expensive and more effective instructional methods. Even more surprising is that there is no compelling evidence that games lead<br />to greater motivation to learn than other instructional programs.</blockquote><br />No greater motiviation... Wow! I feel like I have been sold a bill of goods from those who push the gaming trend. They make huge promises of motivation and engagement. They rarely promise educational gains, which I always thought was suspicious. But now...not even motivation.<br /><br />This article by Clark had no good news for technology in its current state. He gave some recommendations for the design of digital learning tools (not games) that were proposed by Mayer in 2001. (You can read a<a href="http://edutechwiki.unige.ch/en/Multimedia_presentation#Mayer.27s_design_principles"> summary of the design principles</a> in this wiki article.) I can see these design elements in new learning tools, but I haven't found a learning tool that has followed the advice of eliminating distractions.<br /><br />The best advice I can give for teachers and parents looking for that magic tool that will make it easier for your student to learn...buyer beware.While it is fine to use new technology that your students/children enjoy, don't expect it to take the place of conventional learning. As far as the research shows, we just aren't there yet.<br /><br /><br /> <br /> Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-62487249175223224432011-09-07T09:15:00.000-04:002011-09-07T09:16:18.637-04:00Caution! Student Constructed AlgorithmsHere's a little humor for your day. <br /><br /><iframe allowfullscreen="" frameborder="0" height="345" src="http://www.youtube.com/embed/yHZzObQUgE8" width="420"></iframe>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-71487693969092808312011-08-22T09:15:00.001-04:002011-08-22T09:15:41.650-04:00Apps and CommunicationIn a previous post I came to my own conclusion regarding <a href="http://mathtechfun.blogspot.com/2011/07/what-is-different-about-technology.html">why technology is more important</a> to education today than it has been in previous decades. That reason for me is that current technology can promote communication and collaboration.<br /><br />This morning I came across <a href="http://www.edutopia.org/blog/ipad-apps-elementary-blooms-taxomony-understanding-diane-darrow">an article about iPad apps</a> that help students explain their thinking and/or summarize their understanding. This is the type of technology I think should be used to its fullest in our classrooms.<br /><br />In addition to making recommendations, the author of the article, Diane Darrow, provides a list of criteria you can use when reviewing apps to find those to help students articulate understanding.<br /><br /><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-oyIFJyfSPis/TlJUwUAVKXI/AAAAAAAAAOU/H70T0UBOC10/s1600/Picture+2.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="234" src="http://1.bp.blogspot.com/-oyIFJyfSPis/TlJUwUAVKXI/AAAAAAAAAOU/H70T0UBOC10/s320/Picture+2.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Imagine what students could write about the Berlin Wall.</td></tr></tbody></table>I don't agree with Darrow on all her app recommendations. I think the math apps in particular do not meet her criteria. But others she recommends are wonderful.<br /><br />My personal favorite is <a href="http://itunes.apple.com/us/app/lifecards-postcards/id304401787?mt=8">Lifecards -- Postcards for the iPhone</a>. With this app, students can create a postcard with an image, graph, diagram, etc. on one side and a short explanation on the other side. This looks like a quick and easy way to capture student understanding and gives students the opportunity to express their understanding in a different way. It could be a very engaging form of assessment that students will see as a fun activity in which they can create something to share.<br /><br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"></div>Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-88549704141618305872011-08-21T11:02:00.000-04:002011-08-21T11:02:59.638-04:00Is Math Black and White?Math people like RIGHT answers. We feel comforted in knowing that there's one solution that will be considered RIGHT and all the rest are just wrong.<br /><br /><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://www.commonsensemath.com/middleschooldemo.php" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="265" src="http://2.bp.blogspot.com/-kfSGTJ_9dh4/TlEZ8b5WrYI/AAAAAAAAAOQ/RpOHLayWHqw/s320/Screen+Shot+2011-08-21+at+10.44.17+AM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Tutorial and Practice at CommonSenseMath.com.</td></tr></tbody></table>One invention made to insure one right answer is the Order of Operations. In math, the Order of Operations is like the rules of grammar are to writing. You could easily compute or write without following these sets of rules, but to insure you get your message across as accurately as possible, they are good to use.<br /><br />At a recent math conference, the Order of Operations was put to the test. Take a look at this seemingly simple expression. What is the solution?<br /><br />20 ÷ 5(2 + 2)<br /><br />Depending on how you interpret the Order of Operations, there are two possible solutions for this expression. If you consult a scientific calculator, your solution will depend on how the programmers interpreted the Order of Operations. Did you just choose to use the short-cut notation for multiplication? Or are you implying that the 5 is part of the calculation with the parenthetical operation, but left out the brackets to make this implication more obvious? Either way there's some interpreting of intention going on. So it seems, there are two "right" answers.<br /><br />When the teachers at the math conference were presented with this problem (not aware of this difference in interpretation even among programmers), they wanted to get to the bottom of it. They wanted to know which solution was RIGHT. They couldn't allow for multiple interpretations. In their mind, their HAD to be one right answer -- that is the sole purpose of the Order of Operations. One way was RIGHT, the other way was a misuse of the Order of Operations. And it was doubly important that they know which solution was RIGHT so that they could teach their students the one RIGHT way.<br /><br />Personally, I find this slight ambiguity as a healthy sign that opens up avenues to communication. Even mathematicians have to be careful with their notations and assumptions. They can't rely on a single rule to insure that their communication isn't misinterpreted. In other words, there has to be some discussion, not just a single missive. People involved in the discussion have to make agreements upon what is meant.<br /><br />The importance of communication in the math classroom has come up recently in other posts I've made.&nbsp; (If you'd like to see these posts, check <a href="http://mathtechfun.blogspot.com/2011/08/math-collaboration-and-conversation.html">here</a> and <a href="http://mathtechfun.blogspot.com/2011/07/what-is-different-about-technology.html">here</a>.) I just noticed this recently. If I had been keeping a blog last year, I doubt communication would have come up at all. It's not something that first jumps to my mind when I think of math.<br /><br />As a student, my experience of math was a solo journey. I worked the problems (completed the worksheets) as if I was solving a puzzle. My problems would be graded based on whether or not I got the solution to that puzzle correct. The only time their might be any communication about this result is if the source of the problems had supplied an incorrect answer. There was always a right or wrong answer, never a gray area.<br /><br />For me, I'll be on the watch for more gray areas in math knowing that they can lead to very interesting conversations that promote understanding and reasoning.<br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com2tag:blogger.com,1999:blog-8799049287129776900.post-48125327551096281082011-08-17T09:43:00.000-04:002011-08-17T09:43:03.591-04:00Math Collaboration and Conversation<object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,47,0" height="399" id="flashObj" style="clear: left; float: left;" width="326"><param name="movie" value="http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1" /><param name="bgcolor" value="#FFFFFF" /><param name="flashVars" value="videoId=90936087001&linkBaseURL=%2Fmath-social-activity-cooperative-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true" /><param name="base" value="http://admin.brightcove.com" /><param name="seamlesstabbing" value="false" /><param name="allowFullScreen" value="true" /><param name="swLiveConnect" value="true" /><param name="allowScriptAccess" value="always" /><embed src="http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1" bgcolor="#FFFFFF" flashVars="videoId=90936087001&linkBaseURL=%2Fmath-social-activity-cooperative-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true" base="http://admin.brightcove.com" name="flashObj" width="326" height="399" seamlesstabbing="false" type="application/x-shockwave-flash" allowFullScreen="true" allowScriptAccess="always" swLiveConnect="true" pluginspage="http://www.macromedia.com/shockwave/download/index.cgi?P1_Prod_Version=ShockwaveFlash"></embed></object>This video shows the process Chris Opitz, a teacher in Alaska, uses to encourage math discussions in his classroom. I am sure every day doesn't go as smoothly as this video makes it seem, but I'm willing to bet the benefits are worth the challenges.<br /><br />This approach looks like it would make a very flexible classroom. I can see many ways of adapting groups and pairs to address differentiation and intervention. It also appears there would be more opportunity to help students understand concepts and encourage deep thinking.<br /><br />This video was created in 2008. I would love to see a follow-up from this teacher. What problems did he face? How has he tweeked his approach? Has he seen that his approach improves learning for his students?<br /><br />If you like his approach, check out <a href="http://www.edutopia.org/math-social-activity-sel">this page on Edutopia</a>. It includes downloads of materials Chris uses to organize his class.<br /><br />Have you tried this approach in your classroom? I'd love to hear more about the challenges and successes you've experienced. From outside the fishbowl, this looks like a great way to manage a class, keep kids engaged, and help students learn at the deepest level they are able.<br /><br /><br /> Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com1tag:blogger.com,1999:blog-8799049287129776900.post-17556800901576325582011-08-16T08:50:00.002-04:002011-08-16T08:50:21.296-04:00I made a <a href="http://www.wordle.net/">Wordle</a> for my blog. Wordle is my newest, fave tool on the web. It is a quick way to see the key messages in any text. The size of a word indicates how often it was used. By my wordle, you can see I talk about about students first, then technology and math, then learning...and so on. It tells me that I'm keeping my posts on the topics I consider the most important.<br /><br /><br /><a href="http://www.wordle.net/show/wrdl/3918835/My_Blog_Wordle" title="Wordle: My Blog Wordle"><img alt="Wordle: My Blog Wordle" height="300" src="http://www.wordle.net/thumb/wrdl/3918835/My_Blog_Wordle" style="border: 1px solid rgb(221, 221, 221); padding: 4px;" width="400" /></a><br /><br />Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com0tag:blogger.com,1999:blog-8799049287129776900.post-18479637057852361052011-07-20T08:40:00.001-04:002011-07-20T08:40:52.140-04:00What is different about technology today?<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-Hox9T4WCVyw/TibMQLd3GTI/AAAAAAAAAH4/6fGW49lefv0/s1600/Picture+6.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://4.bp.blogspot.com/-Hox9T4WCVyw/TibMQLd3GTI/AAAAAAAAAH4/6fGW49lefv0/s320/Picture+6.png" width="241" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo by <a href="http://www.flickr.com/photos/t_kaworu/">Tsubaki Kaworu</a></td></tr></tbody></table>The news is buzzing with ways in which schools and educators are using technology. Many do not feel we use technology enough in our education system. I've been trying to wrap my mind around what makes using technology so urgent now as opposed to 10 or 20 years ago.<br /><br />Most of the time when I ask people why they think we need to use technology, the answer I get is that students are surrounded by technology when they are not in school. So, to make school relevant, we have to use technology. That doesn't seem to me to be a strong enough argument. Students are surrounded by many things during their off-school hours that we don't feel compelled to bring into the classroom. Television and music are also very much a part of a students non-school life. We bring thing into the classroom on a limited basis as it suits our teaching purposes, but there's not a feeling of urgency that we use these tools any more than we already do.<br /><br />Today I read an <a href="http://www.edutopia.org/blog/collaboration-model-epub-collective-andrew-marcinek">article by Andrew Marcinek</a> about teachers in Massachusetts who worked collaboratively on the beginnings of an ePub. Teachers from across districts spent 4 days together developing educational materials to be used on the iPad. He ended his article with a reason for the urgency around technology that I've been looking for.<br /><br /><blockquote><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-DQX_LwOh5l4/TibKlPCjI3I/AAAAAAAAAHk/HF6PxssotUE/s1600/Picture+5.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" id=":current_picnik_image" src="http://1.bp.blogspot.com/-KbZIbdUHtkM/TibLceN_CdI/AAAAAAAAAH0/8utB0nnETlE/s1600/15358013775_ssF7G.jpg" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo by <a href="http://www.flickr.com/photos/52886895@N00/">Hagit_.</a>&nbsp; </td></tr></tbody></table>Technology does not dramatically change education; it allows us to open it up in different directions. Teachers will always teach, and dynamic pedagogy will always drive the education vehicle forward. The education field always need experts in specified content areas that are able to adapt and innovate their practices from year to year. What technology allows us to do is create broader communities from which we can learn and share.&nbsp; </blockquote><br />The key to the use of technology today is that is eliminates barriers, encourages conversation, and helps students and teachers communicate and collaborate. Technologies of previous eras were one way communication devices. The student was a passive recipient. Technology of today can be used to create not only dialogues, but amazing collaborations with people all around the world. The door is wide open.Shari Forresthttps://plus.google.com/107361700249103876220noreply@blogger.com1